And that was my sense, in spite of my rankle.
On 7/27/07 2:25 PM, "Debbie Goodis" <[EMAIL PROTECTED]> wrote: > Hi, > My comment was to the fact that we cannot do anything about the fact that the > child has never been to a farm. Of course, the next best thing is to use > pictures, realia, but it will not give him the schema that the child who has > been to a farm has. Like what the ground feels like in the barn, or how the > doors are chewed up by the animals or how it smells. That's what I mean. The > concrete experience of "farm" is the only one that will give him the schema > I'm talking about. In preschool we even went as far a doing MOST of the > activities for a holiday, AFTER the holiday so that the child had the recent > schema for the books and activities. When kids are young, like 4, they might > not have a good memory of the easter egg hunt they went to a year before. But > the concrete is the first way we would want kids to learn about something, > followed by recreations and the last way would be photographs. I didn't mean > that we shouldn't try everything we could to get students to understand a > concept if we couldn't take them to a farm. > Debbie > > ljackson <[EMAIL PROTECTED]> wrote: I have to respectfully take exception to > this. It rankles me from head to > toe, and I know it was not meant to do so, so please do not take that > personally. However, there is something you can do, there are lots of > things you can do... Taking the example of a child who has never been to a > farm... > > Find a short educational video about life on a farm. > Read to them abut farm life. > Find photographs and do a gallery walk--what do you notice? > Invite someone to come talk to the kiddos about farming. > Create a bit of a farm in the classroom (we created a barn out of appliance > boxes and the hayloft opening became the theatre for puppet play. > Use music about farms as shared reading. > Find a class expert and encourage some talk. > > > As an adult, there are lots of things I don't have strong schema for BUT > part of teaching anyone about schema is letting them know that happens--and > that it happens with proficient readers as well. Then we hand them some > tools so that they can begin to accommodate, expand, develop their schema. > > > Lori > > > > > On 7/26/07 10:32 PM, "Debbie Goodis" wrote: > >> One of the unfortunate things about some populations of children is that >> they DO NOT have background knowledge for many things and if >> they do not, there is nothing you can do about it. -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
